LaQuita Clark
Testing and Measurements
Liberty University I. Description
A. Early Language & Literacy Classroom Observation Tool, Pre-K
B. ELLCO Pre-KC
C. Smith, Miriam; Brady, Joanne P.; Anastasopoullos, Louisa D.
D. Paul H. Brooks Publishing Co.
E. 2008-2010
F. 3-5 years of age
G. Designed as a way for educator and researchers to examine the literacy-related features of classrooms.
H. Education
I. User guide (101 pages) and 5 observation Education
I. Mental Measurements Yearbook (or Tests in Print)
A. Volume 19 Yearbook Reference J. F. Carison, K. F. Geisinger, &J. L. H. Johnson (Eds.), The nineteenth mental measurements yearbook 2014
B. The ELLCO Pre-KC was designed as part of a suite of tools called the ELLCO Toolkit, http://products.brookespublishing.com/Early-Language-and-Literacy-Classroom-Observation-Tool-Pre-K-ELLCO-Pre-K-P394.aspx B. The Early Language and Literacy Classroom Observation Tool (ELLCO)is $32.00. Screening and assessment costs is $35.00. User’s guide cost is $32.00.Classroom assessment scoring system cost is $54.95.
C. From the publisher’s website notes,the Early Language and Literacy ClassroomObservation Tool (ELLCO) comes in a package of 5 and is part of ELLCO, tthebestselling classroom observation tool that helps schools assess the quality of literacypractices and supports and give children the best possible start in language and literacydevelopment. Trusted by schools across the country, ELLCO helps educators reliablygather the data needed for professional development and program improvement, leading to better literacy outcomes for young children
III. Evaluation
I feel that the ELLCO Pre-KC test would be a good assessment for teachers to use for their students. The ELLCO Pre-KC test measures as well as challenges young children prime knowledge and language needs ranging from age groups 3 to 5 years old. The test evaluates items on a 5-point rating scale. After, this process the ratings are compiled as quantitative data. The ELLCO Pre-K test and the tools used should measure and meet students’ optimal literacy and language
2005
E. Pearson
F. Grades K-12
G. It is designed to evaluate the listening, reading, writing, speaking, and comprehension skills of English language learners. It is listed in the English and Language category and exam items includes: test booklet, directions for administering, screening test, screening test directions, response booklet, practice-test, practice test directions, cassette tapes, machine-score able test packs, speaking booklets, response keys, speaking/writing training manual with DVD, pre-test and post-test online training, and technical report manuals.
II. Mental Measurements Yearbook
A. The Stanford ELP was published in Yearbook Volume 17 in
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
Serra, C. (2007). Assessing CLIL at Primary School: A Longitudinal Study. International Journal of Bilingual Education and Bilingualism, 10(5), 582-602. http://dx.doi.org/10.2167/beb461.0
I work in an elementary school as the ELL support and have seen first- hand how the program works in our school. Over a year ago many of teachers in our school deployed students by reading ability to different classrooms to receive reading instruction at their reading level. Unfortunately, the homeroom teacher was not able to know their student as a “reader”. It was especially difficult to share reading progress with parent at conferences unless the reading teacher was there at attend. Students in the classrooms worked on similar needs. Teacher used their own systems of delivery. Teachers used the anthology for teaching reading and pulled from their own sources. Some students who were deployed were apprehensive about going to another room and it...
National Early Literacy Panel, 2008. Developing early literacy. Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
I found it interesting that of the three ELL teachers interviewed, only one had a personal ELL experience. This teacher teaches at my middle school. She moved here from Poland when she was nine years old. She didn’t know any English besides basic words like colors and days of the week. This personal experience can help her immensely, because she understands the experience of her students and the students can relate to her. This teacher is the only one who is bilingual of the three I interviewed. Interestingly, it is also two of the three teachers first year teaching ELL. These two educators were aides in the program before this teaching job, and they both received their endorsements from the IRC. The other elementary teacher has been teaching ELL for twenty years, and has lots of experience.
For this assignment, I completed a survey to assess my school’s literacy program by using a survey that was adapted from by Patty, Maschoff, & Ransom (1996) to analyze the instructional program and the school’s infrastructure. To be able to answer my survey, I needed to go colleagues of mine in the English Department and to my administration to help with these questions. Being a math teacher, we hardly ever discuss the literacy and the students’ acquisition of it in our department meeting during staff development days. Since I am not truly current with literacy acquisition in education, I am hoping to understand more from this process so I can help all my students. I want them to be able to read texts related to math and find information that will be useful to them during the year.
718). His work lives on at the Buros Institute of Mental Measurements at the University of Nebraska, Lincoln. In addition to the MMY, which is updated periodically, the institute publishes a variety of other test-related publications
In this time, it has become highly regarded by many teachers and administrators. The program uses a site word approach to teach emergent reading skills. The program uses a carefully sequenced, highly repetitive word recognition method combined with errorless learning. This approach eliminates incorrect responses and helps students view themselves as readers. The Edmark Reading Program ensures success to students of all ages who have not yet mastered beginning reading. This program is recommended for students with developmental disabilities or Autism, students with learning disabilities, Title 1 students, ESL students, preschool and kindergarten students who lack vocabulary development and non-readers who struggle with phonics. The programs
Cizek, G. J. (2003). [Review of the Woodcock-Johnson III.] In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook (pp. 1020-1024). Lincoln, NE: Buros Institute of Mental Measurements.
This paper describes an evaluation of the effectiveness of bilingual education programs in developing literacy skills for children in kindergarten and first-grade levels in North Carolina. This will be done through comparing the effectiveness of two literacy skills programs- the English-only program and English-Spanish program- in developing native and second languages’ literacy skills. The English-Spanish classes follow the transitional bilingual education (TBE) program. Teachers in the said bilingual program have attained their bilingual education certifications. State law also mandates that the teachers assigned to teach in bilingual programs in North Carolina must have the suitable bilingual teacher certification (De Ramírez & Shapiro, 2007, p.798).
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
Educational assessment has two primary functions. The first of these is to determine a student’s eligibility for special education services, as prescribed by the Individuals with Disabilities
The ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment for Kindergarten through 12th grade students who have been identified as English language learners (WIDA 2015). It is directed annually to states that follow the WIDA Consortium to evaluate student progress in mastering the English language. The results from this test help establish learning goals and objectives for students based on their specific needs. From these test results, I have modified my lessons to ensure that all five of my ELL students receive the necessary instruction to ensure that their learning goals are met. For instance, according to the ACCESS report, my ELL’s average overall scores were as follows: 35% Reading, 35% Writing, 15% Listening, and 15% Speaking. Generally speaking, majority of my ELL learners are at the Developing Level. Meaning, they know and use minimal social English and general academic language without visual support. Their main struggles are in the area of Reading and Literacy, however, their strengths are in Listening and Oral Language. As a result, majority of my lessons include hands- on experiences with the heavy use of videos, music and visuals to ensure that their learning goals are
These assessments are integrated for ELLs to assess prior knowledge, what they comprehend during the lesson, and summative helps teacher to see what they need to review. Mrs. Thomas assessments for ELL students is more on the authentic side because she tries to align with proficiency levels. The SIOP benefits for native speakers and English as an additional language is being able to connect language with instruction through a lesson plan with eight components (Sheltered, 2015). I learned that this is very helpful to be organized and delivery high quality instruction which helps all students even
Vukelich, C, Christie, J & Enz, B 2002, Helping Young Children Learn Language and Literacy, Allyn & Bacon, Bosten MA.